Please use this identifier to cite or link to this item: http://hdl.handle.net/1893/21474
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dc.contributor.authorEady, Sandra-
dc.contributor.authorDrew, Valerie-
dc.contributor.authorSmith, Annetta-
dc.date.accessioned2016-09-14T01:03:15Z-
dc.date.issued2015-06-
dc.identifier.urihttp://hdl.handle.net/1893/21474-
dc.description.abstractThis paper considers the nature of professional learning arising through the processes of carrying out action research in professional organizations. It suggests that communicative space opened up outside of the professional context can lead to unanticipated professional learning. Such learning could be considered transformative in the way it leads professionals to reframe their understanding of the dilemma arising from doing action research. To illustrate this, two cases are presented to show the pivotal role university tutors can play not only in the way they create and maintain communicative space but also in the way they purposefully employ strategies to interrupt and challenge viewpoints, assumptions and practices held by professionals doing action research, enabling professional learning to become transformative.en_UK
dc.language.isoen-
dc.publisherSAGE-
dc.relationEady S, Drew V & Smith A (2015) Doing Action Research in Organizations: Using Communicative Spaces to Facilitate (Transformative) Professional Learning, Action Research, 13 (2), pp. 105-122.-
dc.rightsThe publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.-
dc.subjectProfessional learningen_UK
dc.subjectdilemmasen_UK
dc.subjectaction researchen_UK
dc.subjecttransformative learningen_UK
dc.subjectcommunicative spacesen_UK
dc.subjecteducation and healthen_UK
dc.titleDoing Action Research in Organizations: Using Communicative Spaces to Facilitate (Transformative) Professional Learningen_UK
dc.typeJournal Articleen_UK
dc.rights.embargodate2999-12-31T00:00:00Z-
dc.rights.embargoreasonThe publisher does not allow this work to be made publicly available in this Repository therefore there is an embargo on the full text of the work.-
dc.identifier.doihttp://dx.doi.org/10.1177/1476750314549078-
dc.citation.jtitleAction Research-
dc.citation.issn1476-7503-
dc.citation.volume13-
dc.citation.issue2-
dc.citation.spage105-
dc.citation.epage122-
dc.citation.publicationstatusPublished-
dc.citation.peerreviewedRefereed-
dc.type.statusPublisher version (final published refereed version)-
dc.author.emailsandra.eady@stir.ac.uk-
dc.citation.date03/09/2014-
dc.contributor.affiliationEducation-
dc.contributor.affiliationProfessional Education-
dc.contributor.affiliationHealth Sciences Western Isles-
dc.rights.embargoterms2999-12-31-
dc.rights.embargoliftdate2999-12-31-
dc.identifier.isi000355264800001-
Appears in Collections:Faculty of Social Sciences Journal Articles

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